Citations (27)
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Pınar Mercan Küçükakın & Tuba Gökmenoğlu. (2023) Rethinking school leadership for equity, diversity and social justice in education: the case of Northern Cyprus. International Journal of Leadership in Education 0:0, pages 1-20.
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Daniel Faas, Niall Foster & Aimee Smith. (2020) Accommodating religious diversity in denominational and multi-belief settings: a cross-sectoral study of the role of ethos and leadership in Irish primary schools. Educational Review 72:5, pages 601-616.
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Halleli Pinson & Madeleine Arnot. (2020) Wasteland revisited: defining an agenda for a sociology of education and migration. British Journal of Sociology of Education 41:6, pages 830-844.
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Carl Bagley & Sam Hillyard. (2019) In the field with two rural primary school head teachers in England. Journal of Educational Administration and History 51:3, pages 273-289.
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Katarina Norberg. (2019) The Swedish national principal training programme: a programme in constant change. Journal of Educational Administration and History 51:1, pages 5-14.
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Daniel Faas, Aimee Smith & Merike Darmody. (2018) Children’s Agency in Multi-Belief Settings: The Case of Community National Schools in Ireland. Journal of Research in Childhood Education 32:4, pages 486-500.
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Daniel Faas, Aimee Smith & Merike Darmody. (2018) The role of principals in creating inclusive school environments: insights from community national schools in Ireland. School Leadership & Management 38:4, pages 457-473.
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Richard Byrne & Dympna Devine. (2018) ‘Catholic schooling with a twist?’: a study of faith schooling in the Republic of Ireland during a period of detraditionalisation. Cambridge Journal of Education 48:4, pages 461-477.
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Richard Byrne & Dympna Devine. (2017) Theorising Catholic education: the relevance of Bourdieu and Bernstein for empirical research. International Studies in Catholic Education 9:1, pages 29-44.
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Dympna Devine & Deirdre McGillicuddy. (2016) Positioning pedagogy—a matter of children’s rights. Oxford Review of Education 42:4, pages 424-443.
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Troels Krarup & Martin D. Munk. (2016) Field theory in cultural capital studies of educational attainment. British Journal of Sociology of Education 37:5, pages 761-779.
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Declan Fahie. (2014) Blackboard bullies: workplace bullying in primary schools. Irish Educational Studies 33:4, pages 435-450.
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Dympna Devine, Declan Fahie & Deirdre McGillicuddy. (2013) What is ‘good’ teaching? Teacher beliefs and practices about their teaching. Irish Educational Studies 32:1, pages 83-108.
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Articles from other publishers (14)
Elif Dasci Sonmez & Tuba Gokmenoglu. (2022) The Impact of Principals’ Distributed Leadership Behaviors on Teachers’ Attitudes Toward Multiculturalism: Social Justice Leadership as Mediator. Education and Urban Society 55:4, pages 433-462.
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Inmaculada Gómez Gómez-Hurtado, Inmaculada González-Falcón, María del Pilar García-Rodríguez & Jose Manuel Coronel-Llamas. 2022. Instilling Diversity and Social Inclusion Practices in Teacher Education and Curriculum Development. Instilling Diversity and Social Inclusion Practices in Teacher Education and Curriculum Development
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Martin Brown, Herbert Altrichter, Igor Shiyan, María José Rodríguez Conde, Gerry McNamara, Barbara Herzog-Punzenberger, Irina Vorobyeva, Valentina Vangrando, Sarah Gardezi, Joe O’Hara, Alexandra Postlbauer, Daria Milyaeva, Natalia Sergeevna, Sieglinde Fulterer, Adriana Gamazo García & Lourdes Sánchez. (2021) Challenges and opportunities for culturally responsive leadership in schools: Evidence from Four European countries. Policy Futures in Education 20:5, pages 580-607.
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Inmaculada Gómez-Hurtado, René Valdés, Inmaculada González-Falcón & Felipe Jiménez Vargas. (2021) Inclusive Leadership: Good Managerial Practices to Address Cultural Diversity in Schools. Social Inclusion 9:4, pages 69-80.
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Gavin Murphy. (2019) A systematic review and thematic synthesis of research on school leadership in the Republic of Ireland. Journal of Educational Administration 57:6, pages 675-689.
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Katarina Norberg. 2019. Education, Immigration and Migration. Education, Immigration and Migration
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Michael Woods. (2018) Precarious rural cosmopolitanism: Negotiating globalization, migration and diversity in Irish small towns. Journal of Rural Studies 64, pages 164-176.
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Inmaculada Gómez-Hurtado, Inmaculada González-Falcón & José M Coronel. (2016) Perceptions of secondary school principals on management of cultural diversity in Spain. The challenge of educational leadership. Educational Management Administration & Leadership 46:3, pages 441-456.
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Dympna Devine & Tom Cockburn. (2018) Theorizing children’s social citizenship: New welfare states and inter-generational justice. Childhood 25:2, pages 142-157.
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Elson Szeto & Annie Yan Ni Cheng. (2017) How do principals practise leadership for social justice in diverse school settings? A Hong Kong case study. Journal of Educational Administration 56:1, pages 50-68.
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Merike Darmody & Emer Smyth. 2018. Immigrant Student Achievement and Education Policy. Immigrant Student Achievement and Education Policy
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Dympna Devine. 2017. Second International Handbook of Urban Education. Second International Handbook of Urban Education
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Declan Fahie. (2014) Doing Sensitive Research Sensitively: Ethical and Methodological Issues in Researching Workplace Bullying. International Journal of Qualitative Methods 13:1, pages 19-36.
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Dympna Devine. (2013) ‘Value’ing Children Differently? Migrant Children in Education. Children & Society 27:4, pages 282-294.
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